scholarly journals Social Skills in Children and Adolescents: Differences Between Deaf and Hearing

2020 ◽  
Vol 30 ◽  
Author(s):  
Rafaela Fava de Quevedo ◽  
Ilana Andretta
Keyword(s):  
Social Skills ◽  
Comparative Study ◽  
Children And Adolescents ◽  
Social Performance ◽  
Developmental Differences ◽  
Deaf Children ◽  
Cross Sectional ◽  
The Social ◽  
Hearing Children

Abstract Deafness results in difficulties in identifying elements of social performance in other people. This study evaluated the social skills of deaf and hearing children and adolescents to draw a profile on the categories of social skills. This is a quantitative, cross-sectional, comparative study. The participants were 122 deaf and hearing children and adolescents, each group containing 61 individuals aged between 7 and 16 years. The instruments used were a sociodemographic questionnaire and the Teste de Habilidades Sociais para Crianças e Adolescentes em Situação Escolar (THAS-C). The results showed deficits in the social skills of deaf children and adolescents compared to hearing. The social skills profiles generally favored the hearing groups, with the exception of the item Conversation and Social Resourcefulness, which favored deaf children. Communicational and developmental differences were considered during the discussion. We stress the need for research with deaf individuals to propose interventions adapted to this population.

scholarly journals Deaf Children and Adolescents: Social Skills Discriminant Profile

2020 ◽  
Vol 36 ◽  
Author(s):  
Rafaela Fava de Quevedo ◽  
Ilana Andretta
Keyword(s):  
Social Skills ◽  
Children And Adolescents ◽  
Social Behaviors ◽  
Deaf Children ◽  
Future Research ◽  
Deaf People ◽  
Cross Sectional ◽  
School Settings ◽  
The Social

Abstract The objectives of the study were to compare social skills among deaf children and adolescents and to outline the discriminant profile in relation to skilled social behaviors. The research had a quantitative, cross-sectional and comparative design. Seventy-one deaf people aged 7 to 16 years old participated in the study, assessed by a sociodemographic questionnaire and by the Social Skills Test for Children and Adolescents in School Situation. Results revealed that deaf adolescents have more elaborate social skills when compared to deaf children. Children have a profile related to the Conversation and Social Resourcefulness and Assertiveness while adolescents were included in the Civility and Altruism profile. These results were discussed based on the development and specificities of deafness. Future research may assess these skills beyond the school settings.

Student Leaders and Social Performance as Measured by the Social Performance Survey Schedule

1989 ◽  
Vol 65 (3) ◽  
pp. 961-962
Author(s):  
Frances A. Karnes ◽  
Victor D'Ilio
Keyword(s):  
Social Skills ◽  
Social Performance ◽  
Social Behaviors ◽  
Student Leaders ◽  
Diverse Populations ◽  
Negative Behaviors ◽  
The Social

There is a paucity of research on the social skills of student leaders, although studies have been conducted on other groups of students and adults. In this study, the Social Performance Survey Schedule was administered to 114 student leaders in Grades 6 to 11. Consistent with previous research applying the survey on diverse populations, girls engaged in more positive social behaviors, fewer negative behaviors, and had higher over-all performance than boys. Suggestions for those who may have contact with such students were made.

Comparative Study of Tachistoscopic Perception of Binary Figures in Deaf Children and Normally Hearing Children

1971 ◽  
Vol 33 (1) ◽  
pp. 195-200 ◽  
Author(s):  
Evans Mandes ◽  
Patricia Randle Allen ◽  
Charles W. Swisher
Keyword(s):  
Visual Perception ◽  
Comparative Study ◽  
Visual Stimuli ◽  
Deaf Children ◽  
Perceptual Development ◽  
Perception Task ◽  
Response Card ◽  
The Right ◽  
Hearing Children

An experiment was conducted to compare deaf children and normally hearing children on a visual perception task. The visual stimuli were 32 cards, each with a binary pattern of eight circles arranged horizontally or vertically. One circle on the right or top and one circle on the left or bottom of each card were blackened to form the binary patterns, one on each side of fixation. The stimuli were presented tachistoscopically at 1/10 sec. and 1/25 sec. S responded by pointing to the positions he saw blackened on a response card to depict 8 blank circles. It was found that deaf children did as well as normally hearing children and that both groups made fewer errors on the left and top positions of the stimulus dimensions. The data are interpreted as supporting a mediational approach in perceptual development among deaf children.

Social Competence of Children and Adolescents

1991 ◽  
Vol 8 (4) ◽  
pp. 147-147 ◽  
Author(s):  
Alan Ralph
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Children And Adolescents ◽  
General Problem ◽  
Practice Research ◽  
The Social ◽  
Abstract Notion ◽  
Goals And Objectives

For those aiming to improve the social competence of others, the choice is usually between shaping specific micro-skills or more general problem-solving. While these are not mutually exclusive in practice, research has tended to investigate them separately. One of the major issues facing those targeting micro-skills is their validity in the setting of concern. For those targeting problemsolving, the issue is predominantly one of triggering problem-solving behaviour in the absence of trainer prompts. Other major issues which still have to be satisfactorily resolved include the identification and assessment of children requiring improved social skills and social competence. In addition, there is a need to remind ourselves that while improved social skills should lead to improved judgments about an individual's social competence, the latter is a somewhat abstract notion which tells us little about an individual's goals and objectives. While improved social competence should be one of our goals, it must be anchored to well defined behavioural objectives. One can be the life and soul of a party and receive high social competence ratings, yet be lonely and isolated once the party ends.

scholarly journals Deaf Mothers: Communication, Activism, and the Family

2010 ◽  
Vol 30 (3/4) ◽  
Author(s):  
Cheryl Najarian Souza
Keyword(s):  
Language Choice ◽  
Deaf Children ◽  
The Social ◽  
The Family ◽  
Deaf Adults ◽  
Deaf Women ◽  
Hearing Children ◽  
College Educated

This article examines the mothering experiences of college educated Deaf women and connects this to their identities as part of the Deaf community. Using feminist life history interviews with ten Deaf women, the analysis focuses on their work as mothers and the connections with "maternal thinking," difference, and sameness. Findings include an analysis of the various strategies that these mothers used in their mothering, which include teaching the skills of lifetime educators and self-advocates to deaf children, sending their hearing children to Kids of Deaf Adults (KODA) camps and incorporating their activism and volunteering in their mothering. The author argues that an analysis of ability along with gender is useful to further current theorizing about gender and mothering as a kind of work and that an analysis of the role of language allows us to question the idea that mothering is an innate quality of women. Instead, the author argues that, due to the social context of their life situations, "maternal thinking" and language choice are learned practices that these women negotiate in their work as mothers.

scholarly journals Diferencias en habilidades sociales y asertividad en niños y adolescentes colombianos víctimas de maltrato (Differences in social skills and assertiveness in Colombian children and adolescents victims of abuse)

Enfoques ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 53-80
Author(s):  
Karen Andrea Catama Molina ◽  
Adriana Aponte Rivera
Keyword(s):  
Child Abuse ◽  
Social Skills ◽  
Children And Adolescents ◽  
Physical Abuse ◽  
Abused Children ◽  
The Social ◽  
Children's Assertive Behavior Scale ◽  
Assertive Behavior ◽  
Behavior Scale ◽  
Social Interaction Skills

ResumenEl objetivo de esta investigacion fue identificar las diferencias existentes en las habilidades sociales, particularmente de la conducta asertiva entre población infantil y adolescente maltrada y no maltratada. Esta investigacion contó con la participación de 43 sujetos, en edades comprendidas de 6 a 12 años. La metodología de la investigacion fue de tipo cuantitativo, con un diseño descriptivo comparativo. Los instrumentos aplicados fueron la Escala de Asertividad (CABS) tipo II, la Encuesta de maltrato infantil y factores asociados y el Cuestionario de Habilidades de Interacción Social. Los resultados mostraron diferencias significativas en las habilidades sociales y en el estilo de respuesta inhibido entre población maltratada y no maltratada, evidenciando así la posible influencia del maltrato físico y las consecuencias que se generan a raíz del mismo.Palabras clave: Maltrato físico, maltrato infantil, habilidades sociales, asertividad.AbstractThe main objective of this research is to identify the differences in social skills, particularly the assertive behavior between abused and non-abused children and adolescents. This research had the participation of 43 subjects, ranging in age from 6 to 12 years. The methodology of the research was of quantitative type, with a comparative descriptive design. The instruments applied were the Children’s Assertive Behavior Scale type II (CABS), the Child Abuse Survey and Associated Factors and the Social Interaction Skills Questionnaire. The results showed significant differences in all social skills and in the style of inhibited response between abused and non-abused population, evidencing the possible influence of physical abuse and the consequences that result from it.Keywords: Physical abuse, child abuse, social skills, assertiveness.

scholarly journals Friendships of Children and Adolescents With Spina Bifida: Social Adjustment, Social Performance, and Social Skills

2011 ◽  
Vol 37 (2) ◽  
pp. 220-231 ◽  
Author(s):  
Katie A. Devine ◽  
Grayson N. Holmbeck ◽  
Laurie Gayes ◽  
Jason Q. Purnell
Keyword(s):  
Social Skills ◽  
Spina Bifida ◽  
Children And Adolescents ◽  
Social Adjustment ◽  
Social Performance

Importance of Facial Physical Attractiveness of Audiovisual Models in Descriptions and Preferences of Children and Adolescents

2005 ◽  
Vol 101 (1) ◽  
pp. 229-243 ◽  
Author(s):  
Cristina Ruiz ◽  
Elena Conde ◽  
Esteban Torres
Keyword(s):  
Children And Adolescents ◽  
Physical Attractiveness ◽  
Age Groups ◽  
Cross Sectional Study ◽  
Developmental Differences ◽  
Social Knowledge ◽  
Sectional Study ◽  
Cross Sectional ◽  
Desirable Characteristic

We performed a cross-sectional study with three age groups (8, 14, and 17 years) to evaluate developmental differences in stereotyped beliefs about physical attractiveness and the value of this as perceived by the participants. Given the current importance of television in the development of social knowledge, television models were used. The children and adolescents were asked to evaluate, using bipolar open scales, the physical attractiveness, likeableness, generosity, intelligence, fun, and altruism of 12 television models of both sexes, previously selected by judges, as well as the desire to resemble or feel close to the models. Analysis showed developmental differences across age groups both in the concept of physical attractiveness and in stereotyped beliefs about this. As in other areas of social knowledge, the younger children's responses were bipolar, global, and much more stereotyped, while the adolescents introduced subtle distinctions and elaborated their responses. Nevertheless, physical attractiveness appeared a desirable characteristic for all age groups.

scholarly journals Peran Dukungan Keluarga dan Konsep Diri Terhadap Peningkatan Keterampilan Sosial Anak Tunarungu di Sekolah Inklusif

2018 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Lana Pratiwi Rukmana Sutoyo ◽  
Wiwin Hendriani
Keyword(s):  
Social Skills ◽  
Data Analysis ◽  
Family Support ◽  
Self Concept ◽  
Deaf Children ◽  
Data Collection Tool ◽  
The Social ◽  
The Family ◽  
Inclusive Schools ◽  
Regression Techniques

<p>This research aims to find out whether there is an influence of family support and self-concept on social skills of deaf children in inclusive schools. The data collection tool of this study uses a questionnaire with a family support scale compiled by the author based on the theory of Caplan (1976), the scale of self-concept compiled by the author based on the theory of Caldarella &amp; Merrel (2003). The reliability of the family support scale is 0.913 self-concept scale of 0.969 and the social skill scale is 0.892. Data analysis in this study was carried out by multiple regression techniques. Based on the results of the data analysis, the influence of family support and self-concept on social skills in Deaf children with a significance value of 0,000, R value of 0.983 and R square of 0.966 indicates that the contribution percentage of the variable family support and self-concept is 96.6% while the remaining 3.4% is influenced or explained by other variables that are not used.<strong></strong></p>

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